Manor Field Primary School

Name Manor Field Primary School
Ofsted Inspection Rating Requires improvement
Inspection Date 27 June 2018
Address Junction Road, Burgess Hill, West Sussex, RH15 0PZ
Phone Number 01444233368
Type Primary
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 490 (50% boys 50% girls)
Number of Pupils per Teacher 20.8
Local Authority West Sussex
Percentage Free School Meals 11.4%
Percentage English is Not First Language 9%
Persisitent Absence 7.3%
Pupils with SEN Support 10.2%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

This is a larger-than-average-sized primary school. The proportion of pupils supported by the pupil premium is lower than the national average. Most pupils are of White British heritage. The proportion of pupils who have SEN and/or disabilities is broadly in line with national averages. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6. Since the last inspection, there has been a significant change of staff, including senior leaders. The headteacher took up post in January 2017.

Summary of key findings for parents and pupils

This is a school that requires improvement In key stages 1 and 2, the quality of teaching, learning and assessment is too variable. Tasks do not meet pupils’ needs well enough. Pupils’ progress is inconsistent. By the end of Year 6, pupils, including disadvantaged pupils, have not made rapid progress. Teachers do not address pupils’ misconceptions effectively or quickly. Pupils do not therefore learn from previous mistakes. Teachers’ expectations of what pupils can achieve are not high enough, particularly in writing. Teachers do not ensure that pupils have enough time to write for extended periods. As a result, progress in writing is not as strong as it could be. In mathematics, activities for pupils to practise problem-solving or reasoning are limited. This limits pupils’ ability to achieve well. The skills of middle leaders in evaluating the quality of teaching are underdeveloped. They do not evaluate pupils’ learning robustly enough. Leaders, including governors, do not track the progress made by different groups of pupils closely. Leaders’ improvement planning does not include precise targets for pupils’ achievement and the quality of teaching. Consequently, it is difficult for leaders to check how successful their actions have been in improving teachers’ practice and pupils’ outcomes. The school has the following strengths Pupils behave well. They are courteous and respectful. The effective headteacher is clear about the school’s priorities and how to improve teaching and pupils’ achievement. Provision in the early years is effective. Children are well cared for and learn quickly. Governors have an accurate view of the school’s strengths and weaknesses, and are committed to improving the school.